In what grade did Shanghai textbook primary school start to write calligraphy?

Teaching material analysis and Interpretation (1) The National Standard Edition of Primary School Chinese for the Sixth Grade (Su Jiao Edition) has been used in the sixth grade this autumn. In order to better understand and use the new textbook, this paper explains the compiling framework and main features of the national standard version of the sixth grade Chinese for primary schools (Su Jiao Edition), and puts forward some suggestions on the teaching implementation. I. Compilation Framework The compilation framework of the national standard for the sixth grade of primary school Chinese (Jiangsu Education Edition) is still arranged according to the system of "two pillars" and "one-stop", which is divided into five parts: habits, texts, exercises and learning to do. The "habit" part is still arranged at the beginning, and there are two learning contents. One is to ask if you don't understand; The second is diligent in collecting information. In terms of arrangement, "cultivating good study habits" is still the top priority of the textbook, but its training should penetrate into daily learning activities, and "grasping repeatedly" can form "habits". In the "text" part, the teaching content of the sixth grade reading of primary school Chinese in the national standard Su Jiao Edition is arranged in 7 units, which consists of 25 texts. Stylistically, the selected texts of the whole textbook include narrative, expository, argumentative and poetry; From the theme, there are national traditional culture and patriotism education, philosophy of life, love of nature and guidance of learning methods. Generally speaking, the arrangement of selected texts and the setting of thinking exercises in this reading textbook reflect the requirements of the third teaching goal stipulated in the curriculum standard, and embody the characteristics of textbook compilation, such as "three-dimensional integration, overall arrangement, practice due to class, repeated many times and spiral rise", and realize the harmonious unity of nationality and world, humanity and instrumentality, typicality and times, and systematicness and openness. There are 7 exercises, each unit 1. It is required to write a simple documentary composition and imaginary composition, so that the content is concrete and the feelings are true; It can be expressed in segments according to the needs of expression. There are 7 "exercises", and each unit is arranged by 1. Each exercise is divided into Chinese and life, reading and accumulation (reading and appreciation or reading and feeling), writing with a pen, oral communication and learning to write with a brush. "Learning to do" is still the final content of the whole textbook. The content of "learning to do" in this book is "reading newspaper clippings", which is integrated with Unit 7 "Reading well" and closely linked. Second, the writing characteristics 1, using theme units to combine teaching materials, generally organizing 3-4 texts around a certain theme into a unit, and arranging basic language training according to the characteristics of the texts. There are seven units in the textbook. The first unit is "My Motherland in My Heart", and texts such as "We love you, China", "Zheng Chenggong" and "Bring my heart back to my motherland" are arranged. The second unit is "The Truth in the World", and the texts such as "Apologize with a humble apology", "Captain" and "The Chain of Love" are arranged. The third unit is "Struggle and Survival", and the texts such as "A Grass and a Tree", "Selling in Wheelchairs", "The Woods of Life" and a book that boys must read are arranged. The fourth unit is "Folklore", and the texts such as Grandma's paper-cutting, Cowherd and Weaver Girl, Ansai Waist Drum are arranged. The fifth unit is "Landscape Focus", and the texts such as "A willow in Qinghai Plateau", "Grassland" and "Elk" are arranged. The sixth unit is "Celebrity Style", and the texts such as Letter to Children in Hometown, Qian Xuesen, Zhan Tianyou and the Shoemaker's Son are arranged. The seventh unit is "Study hard", and the texts such as Two Ancient Poems, Learning from Time, Nature's Character and Developing the Good Habit of Reading Newspapers are arranged. This combination of theme units better embodies the concept of curriculum standards, gives full play to the synergy between internal elements, and is conducive to improving students' Chinese literacy. For example, the third unit is "Struggle and Survival", with texts such as "A Grass and a Tree", "Selling in Wheelchairs", "The Woods of Life" and a book that boys must read. "One Grass, One Tree" makes students realize that only people with strong will and wisdom can have a wonderful life in adversity. Hawking in a wheelchair makes students fully realize that Hawking is an extraordinary scientist and a strong man in life. At the same time, students are also infected by his scientific spirit and his brave and tenacious great personality. The Woods of Life makes students understand that a person's success can't be separated from his environment and the truth of competition. The book that boys must read makes students understand the truth of learning to survive and learn to be strong in life. The sketch provided by "Reading Sense" tells the story of a grass that grew up in a crack in the rock despite difficulties and hardships. When people praise its tenacity, it modestly tells people that what deserves praise is sunshine, rain and dew and mother rock. This story shows us the tenacious vitality and humility of the grass. It is not difficult to see that through the teaching of this unit, students can not only learn Chinese knowledge and ability, but also truly feel the truth that "a good life often belongs to people with strong will and extraordinary wisdom in adversity". 2. According to the requirements of the new curriculum reform "to expand Chinese teaching outside class and encourage students to participate in Chinese practice activities" and the new curriculum standard "to communicate inside and outside class, make full use of educational resources such as schools, families and communities, carry out comprehensive learning activities, broaden students' learning space and increase students' Chinese practice opportunities", expand Chinese learning space. The spirit of this textbook arranges a lot of comprehensive practical activities. For example, in order to strengthen the guidance of students' extracurricular reading, the seventh group of this textbook "Reading Well" arranges some reading methods, such as two ancient poems, Learning from Time, Natural Character and Cultivating Good Habits of Reading Newspapers, etc., to help students form good reading habits. In order to implement the requirements of the curriculum standard on "doing less questions, reading more, reading more, reading more books", the third unit of this book has set up a column "I read, I am happy". After learning the text "A book that boys must read", strike while the iron is hot and recommend the famous book Robinson Crusoe to students. In addition, combined with relevant texts, the textbook also arranges links of "sketches of famous works" and "writers' business cards" to broaden students' knowledge horizons, help them understand some literary common sense, and introduce them to some famous works suitable for reading. Chinese comes from life and should serve life. Carrying out comprehensive learning activities can make Chinese courses go out of the closed "small classroom", towards life and family, towards society and nature, and let students learn and use Chinese in a broader world. The unit exercise of this textbook adopts the idea of activating training and compiles a series of "Chinese and Life" to guide students to learn Chinese in life. The arrangement of "comprehensive learning series-learning and doing" in the textbook is also to guide students to learn and use Chinese in their lives. 3. Highlighting the cultivation of key habits 6. (1) The key project of "asking questions after learning" echoes the key project of "asking questions if you don't understand". In reading, exercises and unit exercises, the requirement of "diligently collecting information" is also highlighted ... 4. Pay attention to the connection with junior high school. We should attach importance to junior high school Chinese textbooks in terms of the structural form of textbooks and the difficulty of selecting texts. This slows down the slope and is beneficial to the connection between the junior and junior high schools. Throughout the six articles, the cultural connotation is rich, the form of expression is exquisite, and the structural style tends to middle school textbooks, completing the transition and convergence of the third and fourth periods. Some clips will be unobstructed, and some edited ones will appear in middle school or even university textbooks as they are. Looking at these familiar faces, adult students will show a knowing smile. Author: gywxm |